WORK EXPERIENCE SYLLABUS 2023-24

(SUBJECT CODE 500)

OR
SEWA (Social Empowerment through Work Education and Action)
RATIONALE
National Education Policy (2020) mandates for school education a curriculum that is conducive to holistic development of the
learners. The policy envisages to prepare the learners to be lifelong learners and learning to transcend the boundaries of the
classroom. It becomes necessary that the curriculum provides the learners with opportunities to understand the context and the
society they are presently living in and also the demands of the future. In this context SEWA aims to empower the learners, through
experiential learning, to develop as active, caring and compassionate humans. SEWA will also aid in the intellectual, personal, social
and emotional growth of the learners.
SEWA is all about community service. It is through projects that are related to environmental and civic responsibilities, democracy,
health and fitness etc. the learners are empowered to think creatively and critically, work collaboratively and communicate with the
society and the peers to solve problems.

• SEWA is an integral component of HPE

• Focuses on the mental/emotional and social health of the students
• All students of classes IX to XII (for XII till the end first term) will participate around the year.
• SEWA will be assessed internally through a blended approach of self-assessment, peer assessment and assessment by the
mentor.
• SEWA is subsumed in HPE; classes IX and X grades will be included in HPE
• In case of classes XI and XII, though it is subsumed in HPE (strand 3) the grades will be assigned individually against work
education (subject code 500)?
• A total number of 50 periods will be allotted

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WORK EXPERIENCE SYLLABUS 2023-24
 BROAD OBJECTIVES

The course concepts will broadly focus on the following outcomes in our students:

● Help students develop social emotional skills (Self-awareness, Self-management, Relationship management and Responsible
decision making)
● Develop self-esteem and respect for others
● Nurture a sense of understanding and responsibility towards people with different abilities (NEP’s essence of inclusivity and
appreciation towards differently abled)
● Instil the sense of social responsibility and reinforce accountability towards the society.
● Empower children to take responsibility and be accountable
● Develop a deeper concern for the environment
● Help students identify the needs of the society in terms food, health, hygiene, clothing and shelter.
● Create awareness of socio-economic problems of the society and seek solutions.
● Help students improve their health and physical fitness.

CORE OBJECTIVES:

Students will be able to:

● Develop a better understanding of self and society and find out opportunities and ways to contribute.
● Analyse the issues that they face in daily life both in personal & societal and work towards solutions.
● Relate and contribute the learning to local context– family, school, neighbourhood and lead groups to contemplate.
● Demonstrate 21st Century skills and Leadership qualities

SPECIFIC AIMS/ OUTCOMES:

● To develop 21st Century skills like Collaboration, Communication/ Problem Solving through Critical and Creative Thinking
through suggested activities in the course.
● To plan and execute the project through experiential learning.

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WORK EXPERIENCE SYLLABUS 2023-24
 ● To develop Social Emotional Abilities through Self-awareness and management, building relationships, proposing solutions
and solving problems
● To develop leadership skills, teamwork, critical and analytical abilities to
solve problems in different ways.
GUIDELINES FOR SCHOOLS
 School can design and announce school SEWA policy.
 School can also decide on yearly focus theme for SEWA and class-wise sub themes.
 Each class as a whole can decide to take up one SEWA activity for the entire year.
 The choice of activity can be left to the students of the class, with guidance and facilitation by the class teacher and will
depend upon the school policy too.
 Schools are encouraged to allow children to suggest SEWA themes for the year.
 Once a SEWA activity is decided for a particular school/class/year, the class students themselves will decide upon the role of
each student of the class.
 Orient parents about SEWA and seek support from stakeholders.
 Appoint school SEWA Mentor and Class-wise SEWA Mentors.
 Arrange administrative support for the activities involving Government and outside agencies.
 Dedicate day/s for SEWA exhibition or presentation day at the end of the year or as suitable.
 Ensure that each child in a class actively participates in his/her assigned role of SEWA.
 Arrange training and create support structure for all involved as required.
 Ensure 100% dedicated involvement.
GUIDELINES FOR MENTORS
 Support students in identification and selection of the causes they want to support and up as projects, brainstorm and create mind-
maps.
 Provide supervision, consultation, guidance to students and create support structures required whenever they need it including for
research.
 Intervene positively to ensure participation of each and every child in the class, including CWSN.
 Guide students on how to plan, implement, review and take responsibility for their decisions.

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WORK EXPERIENCE SYLLABUS 2023-24
 Guide students on upkeep of Portfolio/dossier, making a report, analyzing data, creating presentations, video films, channels on
social media, websites.
 Plan and prepare SEWA exhibition or presentation day at the end of the year.
 Capture the hours spent as well as documents as evidence wherever required in the student Portfolio/dossier.

What Forms A Social Empowerment Activity?

The activities conducted ‘in school’ as part of Eco-clubs, Sports Club, Literacy Clubs or ‘out of school’ as community outreach
activities etc. can be considered as Social Empowerment activities. It may range from a small role as ‘volunteer’ and a ‘contributor’
to running an entire project over the year. Social Empowerment activities are bound to germinate some thought process in young
minds.
The class may decide to take up any innovative social empowerment activity every year; students may decide the role of each child;
at the end of each year the class as a whole may present its project report.
Even sports activities can be taken up as a SEWA project by the class. Some of the activities under sports that can be taken up are
as follows (illustrative list):

 Organizing sports meet for CWSN (Children with Special Needs)

 Planning, organizing and delivering a League tournament (Basketball, Cricket, Football)
 Planning and holding a friendly cricket match between alumni and the current grade XI and XII.
 Organizing sports competition for primary school.
 Organizing Inter-class/ Inter-school sporting activities (basketball, volleyball, swimming, hockey, netball, squash, cricket and
boxing).
 Long distance runs (half and full marathons) for a cause Researching on Yoga, Running/logging, Dance, Trekking/
Hiking/Biking/Cycling, Camping, Military training as part of planned projects.

Activities complying with SEWA Criteria

SEWA activities require involvement and interaction. When students assume a passive role and no contributory service is performed,
it cannot be defined as a SEWA activity/project.

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WORK EXPERIENCE SYLLABUS 2023-24
Activities which do NOT fall under SEWA:
 An activity through which a student attains financial or some other type of benefit (unless this benefit is passed on in full to a
worthy cause).

 Getting involved in effortless, monotonous, and repetitive work-like returning library book to the shelves.

 Work experience that only benefits an individual student.

 Activities that cause division among different groups in the community. Activities with a bias to any religion or cultural sector which
may hurt the sentiment of an other person in any form.

 Regular recreational or community activities of a temporary nature-like a visit to a museum the theatre, concert, or sports event
unless it clearly inspires work in a related activity which a student is already engaged.

 Any unsupervised or recorded activity where there is no guide or responsible adult onsite to evaluate and confirm student
performance and evaluate accordingly.

Procedures
 Fill out a My SEWA promise form. The description of the activity needs to be in complete simple sentences and describe the
SEWA activity intended to be taken up by the class.
 Each student in consultation with the teacher and parents decide and create an hourly schedule of activities in accordance with
role assigned. This form must be signed by parent and submitted before the activity begins to the school’s SEWA Mentor.
 SEWA hours will be accounted for both in school as well as out of school activities, provided they are agreed upon by the mentor.
 It is expected from a SEWA volunteer that they would be honest in recording their activities.
 Complete your SEWA classes/periods before the last date.
 All the forms must be completed and signed and attached with relevant evidences, together with a Self-Appraisal Form for classes
IX-XII and a summary list of the SEWA projects/hours as items of SEWA dossier/scrapbook.
 The visual evidence (photographs, videos, etc.) testimonials and certifications must be there to support the project.

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WORK EXPERIENCE SYLLABUS 2023-24
 Course structure
No of Weightage Marks
Topic
periods allotted
One project from the
50 25
suggested list

BRAIN STORM ACT REVIEW

SELECT A TOPIC CHECK REFLECT

RESEARCH PLAN RECORD&REPORT

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WORK EXPERIENCE SYLLABUS 2023-24

Specific learning objectives
Students will
● Identify clean and dirty places.
● Bring attitudinal change towards
cleanliness and sanitation.
● Be able to distinguish between benefits of
cleanliness and the disadvantages of
uncleanliness, including the health
hazards.
● Make the community aware of the result of
not practising cleanliness.
● Know the importance of cleanliness in
neighbourhood, parks, market places,
roads and cities.
● Know how to appeal for clean places.
● Be aware of unclean and unhealthy
surroundings as breeding ground of
epidemics and diseases.
● Be able to highlight cleanliness as an
important value in day-to-day life.
● Develop a creative and innovative
methodology to create awareness in
community and test it.
● To be able to take care of personal
hygiene and being organized with
belongings.
WORK EXPERIENCE SYLLABUS 2023-24
PROJECT – 1
Swachch Vidyalaya Swachch Bharath
Teaching Learning Process
● Identify surroundings or a locality
which need assistance by doing a
field survey.
● Segregate groups who can provide
solutions to most aspects of
cleanliness through researching
articles, TV programmes, and video
on YouTube or by speaking to the
authorities and residents.
● Create awareness and take up
projects to ensure cleanliness of
water sources like lakes, rivers,
ponds and other such bodies that
are getting polluted due to
insensitivity of human beings.
Collect the above data and read
prepared report of the class, then
segregate the areas where ‘Mission
Cleanliness’ can be accomplished.
● Project on ‘Cleanliness Drive’ of
a nearby public place may be taken
up in groups.
● For cleanliness drive arrange
advertisement competition
students’ in school.
Learning outcomes with specific
competencies
Students will
● Learn that they must keep their
surrounding areas and themselves clean.
● Raise awareness among other students
and their community members about
personal hygiene and keeping their
surrounding environment clean.
● Become aware citizens and will be able to
spread awareness amongst the people
around them.
● Go through the process of initiating,
planning and implementing a project
based on cleanliness and sanitation.
● Share their knowledge, experience
and skills with others.
● Take utmost care of both personal
hygiene and environmental hygiene.
● Refrain from throwing garbage or
litter at public places.
● Keep their surrounding areas clean in
order to make the environment pleasant.
for
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● To learn to keep household items and ● Students can prepare Street Plays
personal belongings in proper place. and present them to community
● To be able to live life of cleanliness members, using creative medium
through word and example. like-posters, placards for slogan
● To learn the art of proper waste disposal march to generate awareness.
and be able to sensitize other people ● Don’t miss to click the
about it. photographs of the area before the
. cleanliness drive and after that.

PROJECT 2
Dignity of Labour

Learning outcomes with specific

Specific learning objectives Teaching Learning Process
competencies

Students will ● Divide students in groups of around ten. Students will

● Understand the value of toil.
● Understand the importance of
different occupations in our social
system-such as, ice cream lorry,
balloon man, chai stall, kite seller,
bangle seller, knife sharpener, food
lorry, etc.
● Learn to respect people from
different vocations of life.
● Understand the value of Human
WORK EXPERIENCE SYLLABUS 2023-24
● Organize brainstorming sessions with the
students.
● Collect quotations and quips.
● Collect Newspaper cuttings indicating both-
respect for Human Rights and violation of
Human Rights.
● Share stories and anecdotes highlighting
the theme.
● Prepare an action plan and roadmap to
achieve it,
● Understand the value of toil.
● Become aware of the importance of
different occupation in our social system.
● Will respect people from different
vocations of life.
● Will extend basic courtesy to one and all.
● Will be more humane and
compassionate.
● Will appreciate the contribution of
helpers .
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 Rights.
● Be empathetic and compassionate.
● Respect people despite nature of
work involved in their vocations.
● instill love for labour.
WORK EXPERIENCE SYLLABUS 2023-24
● Analyze the action plan. ● Become aware of Human Rights.
● Collect views of elders/parents/ other adults.
● Organize outing in specific area to identify
and correlate the project.
● One group could contribute to community
work by regularizing and facilitating the job
of people from different walks of life in their
respective areas/apartment complexes by
making them aware of hygiene, etc.
● Collect funds in cash/kind to recognize and
reward the contribution of helpers on special
occasions like New Year/Labour Day. Keep
proper records of this collection.
● Organize a discussion in class about people
who were victimised due to their profession
and how Human Rights were violated in
such situations.
● Celebrate World Human Rights Day (10th
December) and Labour Day (1st May)
● Address the issue through creative arts,
perform street plays, interviews of the
school helpers (getting to know them better)
● Understand the importance of knowing how
to work with the hand.
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Specific learning objectives
Students will
 Understand how to support
inclusivity
● Be sensitive to needs of
others
● Be able to develop
compassion and value
human life
● develop humane outlook and
be compassionate
● Will express love, care and
compassion towards the
disadvantaged and CWSN
● Will empathise with people in
distress
● Understand the importance
of inclusivity and need to
support it
● Sensitize peers as well as
community members about
inclusivity
● Develop skills of self-
awareness and critical
WORK EXPERIENCE SYLLABUS 2023-24
PROJECT 3
Empathy - Facilitating inclusivity
Teaching Learning Process
● Organize brainstorming sessions with the students.
● Discuss the scope of the project and prepare a road
map for action
● Draft an action plan.
● Analyze the action plan.
● Make a worksheet” Who needs my help”
● Participate in prayer services. Express feelings in
form of poem /story.
● Write letters to sick or distressed or visit old age
homes /orphanages (read to them or play with
them).
● Role play , creating situations which call for
manifestation of empathy .
● Compose a poem on the subject and read it to the
class.
● Ask students to make posters and display in school
to create awareness and also conduct street plays
to bring better awareness among people
● Ask them to work on “who need my help”
worksheets prepared during the “prepare” phase.
They will depict it through words or drawing thinking
about the needs of others and provide assistance
without being asked (show writings and pictures)
● Discuss how we can help CWSN , fighting with
Learning outcomes with specific
competencies
Students will
● Understand how to support inclusivity
● Be sensitive to needs of others
● Be able to develop compassion and
value human life
● Will support and help people in
distress
● Develop humane outlook and be
compassionate
● Will express love , care and
compassion towards the
disadvantaged and CWSN
● Will be able to communicate the value
of empathy
● To understand the importance of
inclusivity and support it
● Sensitize peers as well as community
members about inclusivity and help
prepare a conducive environment for
the same
● Develop skills of self-awareness and
critical thinking towards the
underprivileged
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 thinking
Will develop ability to accept
other people’s emotions
 Improvement in
communicative and
collaborative skills
Specific learning objectives
Students will
 Understand and appreciate
every child’s right to an optional
standard of living, health care,
education and services , and to
play and recreation .These also
include a balanced diet, and
access to schooling
WORK EXPERIENCE SYLLABUS 2023-24
terminal diseases (like cancer) , belong to
disadvantaged groups
● Plan their interaction , on rotation, with CWSN
● Identify CWSN students in school and make actin
plans to help them in coping with studies and other
activities
● Practice and conduct a cultural programme for the
disadvantaged
PROJECT 4
Care for the homeless Children
Learning outcomes with specific
Teaching Learning Process
competencies
● Organise brainstorming sessions with the students Students will
● Discus the scope of project to be undertaken and  Understand and appreciate every
prepare a road map child’s right to an optional standard of
● Make them understand the complexities involved living, health care, education and
in executing a few projects access to schooling
● Wherever required coordinate with the authorities  Be aware the issues of homeless
concerned and complete the official formalities  Develops empathy for other children
required in school who may be less privileged than them
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 Become aware the issues of
homeless
 Develops empathy for other
children who may be less
privileged
 Expands their horizon of
society and Develop an
understanding of child’s rights
 Assess impact of one’s work
 Help to create a social
environment that supports and
respects every child’s rights
 Develop deep insight into the
living conditions of
underprivileged children and
support them
WORK EXPERIENCE SYLLABUS 2023-24
● Identify the various Shelters in the community. but not less creative or talented
● Make a list of the shelters which need help and in  Develops an understanding of child’s
what way. rights by Expanding their horizon of
● Shelters may need beatification—may require society
cleaning and painting  Assess impact of one’s work
Steps for cleaning and painting the shelter:  Help to create a social environment
1. One group of students will take up cleaning and that supports and respects every
the other the painting child’s rights
2. Painting : The group will take measurement of  Develop deep insight into the living
the area to be painted , rooms, compound wall conditions of underprivileged children
and outside wall  Support underprivileged children
3. Discus the budget that will be involved in
purchasing the paints and discus how to arrange
for any donation from the community
4. Organise a donation drive
5. Meet the local authorities
6. Get budget allocated for cleaning
● Another group of students take up cleaning and
beautification of the shelters.
● Another group of students carry out a collection
drive of food grains , rice etc every month which
will be donated to Children’s home
● Doctors and education department is contacted
and seen that the students get health care and
access to schooling
● Donations of play things is taken up another
group of students which will
help in recreation .
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Specific learning objectives
Students will
● Understand the importance of being
safe and responsible.
● Understand the importance of first aid,
dealing with cuts and bruises, heat
exhaustion and heat stroke, breathing
difficulties, cuts nosebleeds, choking,
basic sports injuries
● Practice first aid skills in order to
empower them to help people in
emergencies.
● Learn to prepare a first aid kit.
WORK EXPERIENCE SYLLABUS 2023-24
PROJECT 5
Being Safe and Responsible
Learning outcomes with specific
Teaching Learning Process competencies
● Informative lecture- demonstration Students will
sessions will be arranged with doctor ● Become aware of being safe and
from different hospitals. responsible.
● Students will go to the hospitals in order ● Will become aware of the importance
to attend the lectures of the doctors about of first aid and the precautionary
first aid. students will also make videos measures for different dangers in the
of the sessions held with the doctors. class room.
These videos will be shown to the ● Will learn to make a first aid kit on
students. their own
● Students will be guided to prepare a first
aid boxes.
● Practice for first aid will be done in the
class room.
● Students will learn how to check
temperature and blood pressure of a
person.
● Students will collect data about the
different dangers in the classroom and
discuss lifesaving and precautionary
measures
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Specific learning objectives
Students will
● Appreciate and connect with
nature.
● Develop an understanding of
environment and learn to
preserve and sustain the
environment.
● Understand how to manage
waste produced at home and
school
● involve in community outreach
activities to create awareness
● suggest innovative solutions for
local environmental issues
● set up vermicompost/compost
bin/ upcycle paper/glass/plastic
WORK EXPERIENCE SYLLABUS 2023-24
PROJECT 6
Environment conscious citizens
Teaching Learning Process
● Go on a walk in a park /garden/forest nearby
● Visit regularly and observe trees, birds, insect or
any other animals that you see on the walk.
● Choose a plant/bird/insect/any animal and observe
it closely. collect additional information about the
tree/plant/bird/insect or any animal and prepare a
portfolio.
● Read National / International publications and
websites on environmental themes regularly.
● Set up a small kitchen/herb garden at your school.
● Prepare a plan to make the house holds of all
students and teachers of a class a sustainable
household that has minimal impact on the
environment.
● Sensitize family members of house holds to start
segregating waste.
● Start eco club in school
● Prepare an annual calendar of activities of the eco
club.
● Survey your local community to find the
environmental issues and take the issues with the
authority concerned.
● Suggest innovative solutions for the issues
identified.
● Set up vermicompost pit/compost bins
● Upcycle paper/glass/plastic etc.
Learning outcomes with specific
competencies
Students will
● Know to appreciate and connect
with nature,
● Know the ways to preserve and
sustain environment.
● Become aware of the nature of the
waste produced at school/home and
find ways to minimize and segregate
it.
● Learn to find the solutions for
environmental issues and to interact
with official organization in
connection with environment.
● Know to make a vermi
compost/compost bin and to up
cycle paper/plastic/glass.
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Study the nutrition and health status of people in a peer group/village/city slum/tribal area/ neighbourhood
Specific learning objectives
Students will
● Identify nutritional and health
problems of the community
where they live in
● Adopt a village/city slum/tribal
area/neighbourhood/ peer
group and organise
community health programme
● Study the factor responsible
for the present nutrition and
health issues
● Understand the practicable
interventions measure and
sanitation practices in the
community.
WORK EXPERIENCE SYLLABUS 2023-24
PROJECT 7
Learning outcomes with specific
Teaching Learning Process
competencies
● Adopt a village/city slum/tribal area/neighbourhood/peer Students will
group ● Become aware of nutritional and
● Collect data about nutritional and health problems of the health problems of the
community community.
● Preparation of questionnaire / interview schedule to elicit ● Become aware of the factors
background and information from family such as: responsible for present nutrition
-head of the family, type of family and health issues of the
-Composition of the family community
-Meal pattern of the family ● Learn to assess community
-Monthly expenditure pattern on food, clothing, housing, health
education, medicine, fuel, transport, saving, remittance of ● Learn to promote healthy habits
debt, recreation, other items. to prevent diseases and
-Details of monthly food expenditure influence risk behaviour change
-Food produced at home. among the members of the
-Food given under special condition community.
-Methods of cooking ● Get empowered to do service for
-Food items stored in the home the local community.
-Food items which are considered “good” and “ not-good”
-Commonly occurring health problems.
● Listing of
- deficiency/diseases of children
- other common ailments of children
- commonly occurring ailments in the family
- Measures taken to get rid of the ailments
- Environmental sanitation problem
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 ● procedure of disposal of wastes (solid or liquid)
● source of water supply and mode of water storage at
home
- Hygienic habits followed
- Health services available
● Analysis of data and preparation of reports on main
findings in respect of:
-socio-economic conditions;
-environmental sanitation problems;
-commonly prevalent health problems;
-malnutrition problems of children, mothers and the
community;
-undesirable nutrition, health and sanitation practices in the
community;
-practicable intervention measures to enhance the nutrition
and health status;

PROJECT – 8
Acquaintance with local arts and culture

Learning outcomes with specific

Specific learning objectives Teaching Learning Process competencies

Students will ● Students are grouped and Students will

● Be able to know the significance of local
arts an culture of that place
● Be able get an general idea and
WORK EXPERIENCE SYLLABUS 2023-24
different groups are given ● Be able to know the significance of local
different tasks arts an culture of that place
● Brainstorming session with ● Be able to learn about local art and
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 knowledge about arts and culture.
● Able to Help in restoration of local arts
and culture
● Knowledge of cultural heritage of that
place
● To Develop a sense of appreciation for
the art and culture of that place
● Be able to highlight cleanliness as an
important value in day-to-day life.
● Develop a creative innovative
methodology to create awareness in
community
● To learn the art of being able to
sensitize other people about art and
culture
● To help in restoration of local arts and
culture
● Know about the artisans and their
lifestyle
. lifestyle
students
● Preparation of action plan
● Survey regarding local arts
● Collection of data of local arts
practiced in that place
● Create awareness and take up
projects to ensure restoration of
arts
● .
● Interview with the local artisans
● Video graphing of the same
● Exhibition of local arts
● Learning the arts from the local
artisans.
culture
● Be able get an general idea and
knowledge about arts and culture.
● Able to Help in restoration of local arts
and culture
● Knowledge of cultural heritage of that
place
● To Develop a sense of appreciation for
the art and culture of that place
● Be able to highlight cleanliness as an
important value in day-to-day life.
● Develop a creative innovative
methodology to create awareness in
community
● To learn the art of being able to sensitize
other people about art and culture
● To help in restoration of local arts and
culture
● Know about the artisans and their
.

INTERNAL ASSESSMENT OF PROJECT 25 Marks

Sl.No Three dimensional Allocation of Marks
evaluation

1. Self -assessment 5 Marks

2. Peer assessment 5 Marks
3. Assessment by the mentor 15 Marks

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WORK EXPERIENCE SYLLABUS 2023-24
Tools & Techniques
Observation
Interview
Group discussion
Debate
Feedback sheet
Workbook
Checklist
Self-assessment questionnaire
Dossier
Project Report with reflection on the learning by the students
Activity sheets

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WORK EXPERIENCE SYLLABUS 2023-24

Criteria/Recommended
Scores
Understanding of the
Objective
Innovation and problem
solving skills
Level of participation
Tools /Techniques used
Attitudinal change in self
& others
WORK EXPERIENCE SYLLABUS 2023-24
RUBRIC FOR ASSESSMENT
Excellent(5)
Excellent
understanding of the aim
of the project
Actively looks for and
suggests solution for
problem
Excellent participation
with initiative and
creativity is evident
Excellent application of
relevant tools and
techniques
Positive change in
behaviour in self is clearly
evident and have also
influenced others towards
the positive change
Very Good(4) Good(3) Satisfactory (2)
Good understanding of Average Less understanding of
the aim of the project understanding of the the aim of the project
aim of the project
Refines solution Does not suggest or Does not try to solve
suggested by other refine solution but problems waits for
willing to try out others to solve
solutions suggested by
others
Active participation Good participation but Very less participation
with initiative and little does not take initiative and initiative
creativity is observed
Very good application Limited application of very less application of
of tools and few techniques tools and techniques
techniques
Positive change in self Very little change in No change in behaviour
is evident and no behaviour in self and in self and other is
significant change in other is observed observed.
others is observed.
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 ANNEXURES
My SEWA Promise Form (illustrative)

Dear Student,

SEWA is a firm step to prepare you for life. It is a voluntary project experience. You have to complete MY SEWA Promise Form and
obtain prior approval for the activity/project. Selection of a SEWA activity, development, implementation of the proposal and
evaluation of the activity is the responsibility of each student. Signature of the parent indicates review and approval of this proposal.
Students’ Name:................................................... Class:.....................
(print or type)
Brief Description of the Activity:

Duration (Days and Time):.................................... Estimated Hours:..................

Name of Mentor Teacher:.......................................

Student Signature:.................................................. Date:............................

Parent Signature:................................................ Date:............................

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WORK EXPERIENCE SYLLABUS 2023-24
 SEWA Hourly Schedule (illustrative)

Hour Cost Date and Day Proposed Activity Plan

Hour 1

Hour 2

Hour 3

Hour 4

Hour 5

Hour 6

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WORK EXPERIENCE SYLLABUS 2023-24
 SEWA Hour Log (illustrative)

Name of the Student:...............................................

Project:.....................................................................

Mentor’s
Date Activity Hours
Signature

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WORK EXPERIENCE SYLLABUS 2023-24
 Mentor’s Observation (Suggestive)

Attendance:______________________________________________________

Involvement:______________________________________________________

Regularity:________________________________________________________

Commitment:______________________________________________________

Additional Comments:________________________________________________

__________________________________________________________________

The activity/project was (circle appropriate response):

Satisfactorily completed Not Satisfactorily completed

______________________ _______________________

Activity/Project Mentor’s Signature

Name

Seal of School

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WORK EXPERIENCE SYLLABUS 2023-24
 SEWA Self-Appraisal Form (Illustrative)
The following questions should be addressed at the end of each activity/project. These are guiding questions. Candidates can
either answer on this form or write a reflective, continuous text incorporating responses to these questions.

My Name____________________________________________

My activity / Project_______________________________________________

My commitment towards the Project/Activity

_______________________________________________________________
________________________________________________________________
This Activity/Project has been a great learning experience because
________________________________________________________________
________________________________________________________________
I initially felt that the project could not have achieved its outcomes because
________________________________________________________________
________________________________________________________________
The project has definitely changed me as a person in terms in behaviour, attitude and life skills because
________________________________________________________________

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WORK EXPERIENCE SYLLABUS 2023-24
________________________________________________________________
The details of beneficiary(ies). Any significant comment received from them; please quote
________________________________________________________________
________________________________________________________________
The challenges I faced and the things I might do differently next time so as to improve?
________________________________________________________________
________________________________________________________________

Illustrative Flow Chart for Conducting a Project/Report/Event

(can be Quarterly/Bi-Annual/Annual)

Brainstorming

Mind Map

Plan of
Action/Strategies

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WORK EXPERIENCE SYLLABUS 2023-24
 ______________________________________________________________

Prior Knowledge Tools required Process and

Research
and Skills Planning

Specifications

Critical Criteria

Forms

Assessment

Outcomes in terms of
___________________________________________________________________

Behaviour Attitude Knowledge Life skills Values Social Skills

and Personal
Engagement
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WORK EXPERIENCE SYLLABUS 2023-24
Assessment and Evaluation

The following strategies may be taken up for assessing the individual/ group projects. In case of group, they all get marked the same
way.

Tools, Techniques and Strategies:

1. For activities being done, a portfolio or dossier may be maintained individually by each student.

2. Report at the end of the project may be assessed through a rubric developed by teachers and students.

3. Rubric for assessing will depend on the project/ activity being taken up.

Exemplar Projects under Social Empowerment sub-strand of SEWA

(These may be taken up in age-appropriate ways across IX-XII)

The projects given here are only exemplar projects and are illustrative/ suggestive in nature. These are given so that the child/class
may able to understand the topic/ activity. This will help the child/class to plan the activity / project accordingly. The child/class may
take/ choose any other project/ activity which has a positive impact on the environment, community, society, the disadvantaged, etc.

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WORK EXPERIENCE SYLLABUS 2023-24